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Innovative models for collaboration and student mobility in europe


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Innovative models for collaboration and student mobility in Europe during the virtual mobility webinar week

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Innovative models for collaboration and student mobility in europe

  1. 1. Innovative Models for Collaboration and Student Mobility in Europe Results of EADTU’s Task Force and Peer Learning Activity on Virtual Mobility EMPOWER Webinar, 21th April 2019
  2. 2. Task Force Virtual Mobility • George Ubachs (EADTU, Chair) • Piet Henderikx (EADTU) • Esther Souto (UNED) • Carme Anguera Iglesias (UOC) • Katrien Vanelven (KU-Leuven) • Susanne Koch (Norgesuniversitetet) • Sabine Bottin-Rousseau (FIED-Sorbonne Université) • Jukka Lukannen (University of Jyvaskyla) • Ingrid Thaler (Fernuniversität, Hagen) • Marinke Sussenbach (TU-Delft) • Sarah Guth, Erasmus+ Virtual Exchange consortium • Barbara Moser Mercer, InZone |Université de Genève EADTU, Virtual Mobility Report 2
  3. 3. PLA participants Higher Education Institutions • Maastricht University • KU Leuven • TU Delft • Open Universiteit Nederland • Open University UK • Beuth Hochschule für Technik Berlin • Sorbonne University • Università Telematica Internazionale Uninettuno • University of Jyväskylä/Open University • University of Warsaw • UOC Universitat Oberta de Catalunya • KIT Royal Tropical Institute University network organisations • Coimbra Group • Kiron Open Higher Education • European Students Union Public authorities • European Commission • Ministry of Education and Research, Norway Agencies • Academic Cooperation Association (ACA) • DAAD • Diku EADTU, Virtual Mobility Report 3
  4. 4. European developments in mobility eU.University hub European Universities: physical, blended and online mobility Erasmus+ Strategic Partnerships, Knowledge Alliances, Capacity Building Erasmus Mundus Joint Degrees, embedded mobility of staff and students Networked programmes: mobility windows Physical Erasmus Mobility, incl. Intensive Programmes EADTU, Virtual Mobility Report 4
  5. 5. Actions European Commission Blended and virtual mobility is stimulated in many Erasmus+ actions: - “strategic partnerships”, - “knowledge alliances”, - “sector skills” - “capacity building” - the “European university” initiative - the “eU.University hub” for online learning - Erasmus Virtual Exchange pilot project (Youth) All stimulating and empowering universities for online education and virtual mobility. EADTU, Virtual Mobility Report 5
  6. 6. Definition Virtual mobility European Commission In the Erasmus+ 2019 call, virtual mobility is defined as “a set of activities supported by Information and communication technologies, including e- learning, that realise or facilitate international, collaborative experiences in a context of teaching, training or learning”. EADTU, Virtual Mobility Report 6
  7. 7. Core concept of mobility An international academic experience - related to a formal course or curriculum - based on a bilateral or network/consortium collaboration and agreement - Guaranteeing the rights of the student EADTU, Virtual Mobility Report 7
  8. 8. Education can be organised in a face to face, online or blended mode. So can international education and mobility EADTU, Virtual Mobility Report 8
  9. 9. Innovative developments in higher education and mobility Blended education in the mainstream: LMS, high quality online courses, virtual classrooms, gaming, labs, simulations,... Online continuous education and continuous professional development: growing demand for flexible provisions MOOCs: demonstrate potential in terms of international accessibility and scale, quality and effectiveness EADTU, Virtual Mobility Report 9
  10. 10. Three types of mobility International collaboration and mobility can be physical, blended or completely online: - Physical mobility with immersion - Online/virtual mobility along online courses and collaborative learning activities - Blended mobility combining both (online supporting physical; physical supporting online) EADTU, Virtual Mobility Report 10
  11. 11. Additional features - Short term, long term, intermittent - Synchronous, asynchronous - Multi-campus EADTU, Virtual Mobility Report 11
  12. 12. A variety of international education and mobility formats to be based on educational design Physical mobility short term - long term synchronous one campus or successive campi Blended mobility Online mobility supporting phyisical mobility or physical mobility supporting online mobility short term - long term - intermittent synchronous - asynchronous One campus- multi- campus Online mobility short term - long term - intermittent synchronous - asynchronous One campus- multi- campus EADTU, Virtual Mobility Report 12
  13. 13. A diversity of international educational and mobility formats/pedagogies emerge Students can successively participate in physical, blended and online mobility according to mobility paths designed in courses and curricula EADTU, Virtual Mobility Report 13
  14. 14. Examples of running initiatives in VM • Virtual Exchange based on MOOCs, TU Delft, Sorbonne Université,… • Think Tank KU-Leuven-Stellenbosch • Edelnet, OUNL, Fernuni, UNED • Global Health Education, TropEd, Bergen • European Virtual Seminar for Sustainable Development, OUNL • EUTEMPE-project: Blended Training Modules for Medical Physics Experts • Nordmed Computational Medicine • The Joint Master’s Programme in Comparative Social Policy and Welfare • UNIGE-inZone Courses Humanitarian Aid • Coimbra initiative EVOLVE (Evidence-Validated Online Learning through Virtual Exchange), Erasmus+ Virtual Erasmus • OpenVM project, Beuth University of Applied Sciences Berlin • Virtual mobility for global citizenship, Maastricht University EADTU, Virtual Mobility Report 14
  15. 15. Mobility and the curriculum • Embedded mobility within a course • Exchange mobility for individual students (virtual Erasmus mobility) • Networked mobility in networked curricula and courses with mobility windows • Integrated mobility in joint curricula EADTU, Virtual Mobility Report 15
  16. 16. New mobility initiatives • Erasmus+ Virtual Exchange pilot project (Youth) • Open Virtual Mobility EADTU, Virtual Mobility Report 16
  17. 17. Erasmus + Virtual exchange Pilot Project • enabling youth in Europe and the Southern Mediterranean to engage in meaningful intercultural experiences online, as part of their formal or non-formal education. It defines Virtual Exchange as “technology-enabled people-to-people dialogues sustained over a period of time” • for individuals and groups which are geographically separated and moderated by trained facilitators and/or educators using structured activities. The project targets both academia (professors, administrators, students) and youth (youth workers, young people). EADTU, Virtual Mobility Report 17
  18. 18. Open VM project The Open Virtual Mobility project addresses mainly mobility based on non-formal and informal education, notably the recognition of such courses in formal education through open credentials. One example is the recognition of open badges for MOOCs and OER in mobility schemes, eventually via procedures of prior learning. EADTU, Virtual Mobility Report 18
  19. 19. Virtual mobility skills (Open VM) • Intercultural skills and attitudes: gaining cultural knowledge; understanding cultural perspectives; enhancing own cultural identity; enhancing and demonstrating cultural understanding; applying intercultural awareness in culturally challenging circumstances • Networked learning skills: learning to work and cooperate in an international setting with the use of ICT and social platforms; learning about dealing with complex situations; learning about dealing with ambiguity; • Active self-regulated learner skills: being able to self- regulate learning process; being able to self-reflection on learning experiences; demonstrating ownership and self- discipline in learning; • Media and digital literature: being proficient in using online learning technologies; being proficient in assessing quality in courses and resources found online; being digitally literate; being proficient in using digital platforms • Autonomy-driven learning: : demonstrating self- directedness in decision-making on own learning; demonstrating independent learning • Interactive and collaborative learning in authentic international environments: enhancing teamwork skills; collaborating with peers from different discipline; collaborating with peers within the context of an international learning experience; Interacting with authentic international resources in a foreign language; • Open-mindedness: being open- minded and tolerant; demonstrating self- confidence in interaction with peers and teaching staff; showing willingness to improve proficiency in foreign languages EADTU, Virtual Mobility Report 19
  20. 20. International educational design and mobility • International curriculum design and mobility • International course design and mobility Resulting in good practices and innovative educational and mobility formats with balance between physical, online, blended courses Good practices to be included in repositories, c.q. to be published EADTU, Virtual Mobility Report 20
  21. 21. International curriculum design Exchange mobility Courses are taken as they are Focus on Improved accessibility of courses for international students Mobility doesn’t change the curriculum Exchange mobility Networked programmes Organised by indiividual universities in a network Study arrangements to be determined by each single institution Mobility windows driving flows of students – networked mobility Agreement on the profile and outcomes of each mobility window Joint programmes Co-owned and co- organised by consortium All study arrangements jointly organised: from admissions to joint awards Individual study paths in a joint programme – embedded mobility EADTU, Virtual Mobility Report 21
  22. 22. International course design Sequencing and distributing teaching and learning activities over partner institutions Organising flexibility to make activities accessible by all Organising international learning communities Selecting media and modes of delivery Integrating assessment and feedback mechanisms EADTU, Virtual Mobility Report 22
  23. 23. Opportunities for students • Flexibility, accessibility: all students in a class have access to virtual mobility, also students who prefer not to go abroad or cannot go abroad, including those with special needs or from a disadvantaged socio-economic background. • Individual portfolio development throughout the study career: more opportunities for mobility and for integrating an international learning experience, a new field of study and new ways of learning, virtual internships • Competence building: intercultural competences, linguistic skills, collaborative learning, media and digital literacy skills, open mindedness, team work, critical thinking, networking. • Improving employability EADTU, Virtual Mobility Report 23
  24. 24. Opportunities for staff • Enhancement of the quality of the course or a curriculum: content, collaborative education • Connecting educational networking with research networking • Continuous professional development, learning from international colleagues (sharing good practices, new methods...) • Enhanced teaching quality • Career development EADTU, Virtual Mobility Report 24
  25. 25. Opportunities for institutions • To expand the university’s academic offer in an international context at scale (to home and guest students), internationalisation of the curriculum, global teaching, transnational education, development collaboration • Innovative pedagogies creating an international experience for students • Enhancing the quality of courses and curricula • Networking with other universities in education and research, sharing teaching capacity • Enhancing the attractiveness and competitiveness of the university • New approaches concerning alumni activities, continuous education and lifelong learning • Reaching out to disadvantaged groups, e.g. migrants, refugees EADTU, Virtual Mobility Report 25
  26. 26. Barriers • Developments in digital education slow in large parts of Europe • Lack of awareness, experience and expertise • Administrative issues • Time zones and course tables • Learner control and structure • Linguistic barriers • Digital maturity EADTU, Virtual Mobility Report 26
  27. 27. Conclusions and message • In this report, mobility is covered in a variety of forms of running initiatives that all support enhancing the quality of the international learning experience in the framework of collaboration between institutions. • Education can be organized in face to face, blended or online modes. This is also the case for mobility which always goes together with it. It can be short and long term, synchronous and asynchronous. • ICT modes of teaching and learning amplify the potential of education and the mobility related to it. EADTU, Virtual Mobility Report 27
  28. 28. Conclusions and message • None of the forms of mobility is an alternative for replacing the other. Each form is adding to the enrichment of education, offering students the opportunity to learn international competences and skills. • Hence, all forms of mobility can be offered separately or in a combination throughout a student’s study career. • The sequence of physical, blended and online mobility is to be based on principles of international curriculum and course design, taking into account scalability/accessibility for all students, the quality of the international learning experience and resources available in the partner universities. EADTU, Virtual Mobility Report 28
  29. 29. Conclusions and message • The European University initiative and the EU.University hub will extend international education and international mobility. This is not possible without combining different formats of international education and mobility. EADTU, Virtual Mobility Report 29
  30. 30. Universities should (Micro Level): • Benefit from the opportunities of networked and joint educational initiatives by digital education, involving multiple campuses simultaneously, e.g. in virtual seminars and think tanks, or in joint curricula in the framework of the “European universities” initiative. • Benefit from specific features of digital education which add to the quality and intensity of education, e.g. inquiry learning activities on the internet, communication with staff ad peers, learning communities , e-assessment and feedback. • Benefit from the flexibility of digital education in international education: next to synchronous, also asynchronous formats, taking into account different time zones and conflicting course tables; adaptiveness to different prior knowledge levels. • Benefit of the opportunities with regard to the granularity of digital education. Collaboration and mobility is possible for all organisational units: learning activities/modules, courses, MOOCs and short courses, degree programs (networked, joint) and for all qualification levels: foundation, bachelor, master and doctorate. • Benefit from the scale and cost-effectiveness of digital modes of teaching and learning in international education. The larger the number of students, the lower the cost per head (lower variable cost). As a consequence, transnational (blended and) online education enables universities to multiply international student numbers while keeping quality under control. EADTU, Virtual Mobility Report 30
  31. 31. At institutional policy level (Meso level): • Universities should develop leadership with regard to the internationalisation of education. International education should be part of mainstream curriculum development. • Support should be given to programme coordinators and teaching staff to develop an international dimension in education, facilitating collaboration in broader networks and consortia. • Select blended/online internationalisation pedagogies, depending on educational design, taking into account the needs for flexibility and scalability and the quality requirements for international education. • International relations offices should extend their activities to international curriculum and course development in connection with teaching and learning support services. Especially, they should focus on international collaborative pedagogies and innovative mobility formats. • Organise on site staff training, bringing in external expertise and stimulate staff to experiment with blended education, online short degrees and MOOCs along their research interests. • Create subject area communities and share online course materials as a source for international collaboration and mobility (OER). EADTU, Virtual Mobility Report 31
  32. 32. • University networks should develop and support the institutional leadership of their members with regard to blended/online transnational education and online/blended collaboration and mobility. • University networks should stimulate members to organise networked/joint collaborations, e.g. virtual seminars, think tanks, student exchange with MOOCs and online courses, networked programmes, joint programmes. • Networks/agencies/governments should create subject area/programme communities and share online course materials, taking into account their international use. • National strategies should build a framework to promote, stimulate and activate international blended/online collaboration and mobility between universities. Virtual mobility as a complement to physical mobility will support this process and intensify the international learning experience for all students. • Internationalisation policies and strategies for higher education at national level should strengthen the policies of the European Commission with regard to “European Universities” as alliances to enhance the quality of higher education and harness students with an international awareness and with international competences. • National governments should support the digital dimension in international collaboration and mobility in the European Higher education Area (BFUG). At national and European level (Macro Level): EADTU, Virtual Mobility Report 32